The Research Of Error Using Mandarin Chinese Vocabulary In The Process Of Thai Students Learning Chinese And Teaching Strategies

This paper uses methods such as questionnaires and teaching experiments to find out andclassify the Thai students’ errors about learning Chinese vocabulary. Through the analysis ofthese errors, the research puts forward useful strategies on teaching and learning Chinese.The main content of this study is the analysis of Thai students’ common errors inChinese vocabulary, so we can clarify the cause of the errors of Thai students, and provide thecorresponding countermeasures for Chinese teaching and learning. The paper can be dividedinto five parts. The first part is the introduction, to overview the purpose and significance ofthis research, introduce the status quo of related research and the research methods of thispaper. The second part is mainly about the statistics, classification and analysis of the Thaistudents’ errors in Chinese vocabulary. The third part summarizes the causes of errors forThai students. The fourth part is about the useful teaching countermeasures and suggestions.The fifth part is the conclusion, about the summary of this paper.According to the study we found out that the errors made by Thai students in learningChinese vocabulary can be divided into five main categories, that is: Improper Collocation,Misuse of Parts-of-speech, Composition Incomplete, Word Order Error, Misuse ofNear-synonym. Among them, the Improper Collocation can be subdivided into Verb-Objectimproper collocation, Subject-Predicate improper collocation, Attribute-Center impropercollocation and Center-Complement improper collocation. The Misuse of parts-of-speech canbe show on five groups: nouns and verbs, nouns and adjectives, transitive verbs andintransitive verbs, adjectives and verbs, transitive verbs and separable words. The cause of theword errors generated by the Thai students can be summarized from five aspects: the negativetransfer of mother tongue culture, negative transfer of target language culture, teachingmisleading, learners’ learning strategies and the learners’ communicative strategy.The meaning of this paper is: Through the analysis of Thai students’ errors, we canconclude why Thai students make these kinds of errors; so we can provide and improvecorresponding teachers’ teaching and students’ learning strategies. The aim is to provide areference for the teaching of Chinese in Thailand, and promote the development of TeachingChinese as a Foreign Language.The main innovation of this research is “theory combined with practice”. All the errors shown in this paper are the author’s examples, personally collected in practical teaching, andall the teaching strategies have been implemented in the classroom to good effect.